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Immigrant
chronicle by Peter Skrzynecki a rap
Immigrant chronicle
The poems
Syllabus outcomes
Rap Coordinator
Timeline for the rap
Subscribe to the rap
Rap point (and focus question)
Teacher support material
Standard
and Advanced course support material
ESL course support material
Credits
Immigrant
chronicle is a prescribed text for
HSC
English Standard and Advanced, and English as a Second
Language (ESL)
courses in 2003. It is also set for the same English courses in 2004 and
2005, with three different poems replacing three of the current ones.
Author, Peter Skrzynecki (pronounced “Shenetski”), will
be available online to offer an introduction and provide comments on questions
from both students and teachers during the rap.
Poems
The seven poems set for 2003 are:
- Feliks Skrzynecki
- 10 Mary Street
- Migrant hostel
- Post card
- Kornelia Woloszczuk
- Crossing the Red Sea
- Chronic ward
This resource has been developed to assist students in
a close examination of the prescribed seven poems, as preparation for
the Area of study exam question.
Although it is not meant as a comprehensive teaching unit
on the
HSC
English Area of study, the rap focus question and suggested activities
will assist students in achieving the syllabus outcomes.
To successfully respond to an
HSC
exam question on this text,
students are required to show depth of understanding of the concept of
perspective and detailed knowledge of the set poems. Student responses
should demonstrate knowledge of language structures and features through
reference to specific poems.
Suggested approaches
to developing extended written responses by a class can be found in the Teacher support material for the Standard and Advanced,
and
ESL
courses.
Syllabus
outcomes
The following outcomes
are highly relevant for this rap.
HSC
English
Standard and Advanced |
HSC
English
ESL
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| 1. A student
demonstrates understanding of how relationships between composer,
responder, text and context shape meaning. |
1. A student
demonstrates understanding of how relationships between composer,
responder, text and context shape meaning. |
| 4. A student
describes and analyses the ways that language forms and features,
and structures of texts shape meaning and influence responses. |
6. A student
interprets texts using key language patterns and structural features. |
| 6. A student
engages with the details of text in order to respond critically and
personally. |
9. A student
engages with the details of text in order to develop a considered
and informed personal response. |
| 10. A student
analyses and synthesises information and ideas into sustained and
logical argument for a range of purposes and audiences. |
11. A student
analyses and synthesises information and ideas into sustained and
logical argument for a range of purposes and audiences. |
Rap Coordinator
Maya
Puiu from Willoughby Girls High School will guide you through the rap,
providing professional advice and encouragement, and supporting classes
in keeping with the timeline by posting messages about what to do when.
Timeline
The
following timeline shows what happens during each week of the rap. |
Term
2 Week 3
12
May |
Rap
materials live for teachers to explore
resource is advertised
schools subscribe (no cost) to the rap |
Term
2 Week 4 |
Teachers get organised |
Term 2 Week
5
26 May |
The rap starts
- Monday
26 May: Coordinator’s comments
- Monday
and Tuesday: Schools introduce themselves
- Wednesday
28 May: Focus question is posted
- Thursday
29 May: Comment from Peter Skrzyneck
|
Term
2 Week 6
2 June
|
Questions
for the author
Class groups post questions to Peter Skrzynecki who will provide
comment as appropriate.
Maximum number
of questions per class is THREE.
|
Term
2 Week 7
10 June
|
Responses
posted
Extended responses to focus question are posted by Friday 13 June.
Class responses are posted in the body of an email message (not as
an attachment) in keeping with email protocol once the final class
response has been approved by the teacher. |
Term
2 Wk 8
16 June
|
Additional
exchanges and wrap up
Students may post comments on:
how
they worked to develop their responses
particular
difficulties
feedback
to Peter Skrzynecki.
Thursday
and Friday: Wrap up; evaluation |
Subscribe
to the rap
From 12 May 2003,
you may sign on for the Immigrant chronicle rap by entering your email in the boxes below and clicking the
‘Submit’ buttons.
Teacher email
will not be archived
You
will receive confirmation emails for your Class group and the Teacher
support listserv. Simply follow the instructions these contain when posting
messages.
Archives
of the class email discussion
Rap point
There is
ONE
focus question that requires an extended response. Student responses should
be posted by the end of Week 3 of the bookrap, that is by Friday 13 June.
Class groups have one full week to develop their response to the focus
question. Teaching and learning strategies provided in the Teacher
support material help prepare students to develop their class response.
As part of the time
spent in writing an answer, students and teachers may ask questions of
the writer, Peter Skrzynecki. There is a maximum of three questions
per school or class group
Focus
question for extended response from class group
Peter Skrzynecki’s
collection of poems, Immigrant chronicle, offers
a personal perspective on the experience of Australian migrants.
What is his view and
how is this revealed in the poems set for study? Refer to at least THREE
of the poems in your answer.
Teacher
support material
The following resources
are available for you to print for use as professional support to guide
students through the rap as they prepare their class responses to the
focus question.
Interview
with Peter Skrzynecki relevant to all courses
Standard
and Advanced course support material
Suggested
approaches to preparing a class response for Standard and Advanced
Overview of perspectives revealed and how presented
in poems for Standard and Advanced
Suggested sequence of teaching/learning strategies for Standard and Advanced
ESL
course support material
Suggested
approaches to preparing a class response for ESL
Overview of perspectives revealed and how
presented in poems for ESL
Suggested sequence of teaching/learning strategies for ESL
Credits
Thank you to Maya Puiu, ESL teacher at Willoughby Girls High School,
Pat Adams, Head Teacher English at Girraween High School, and Lesley
Fitzpatrick, Senior Project Officer, Multicultural Programs Unit, for
developing the support material.
This rap is a joint project of the Library and Information Literacy
and English units, Professional Support and
Curriculum Directorate, and the Multicultural Programs Unit, NSW Department
of Education and Training.
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